ABSTRACT
In this chapter, the authorial team reflects on caring classroom practices during and after the COVID-19 pandemic. Through their reflection, they consider the question: Why should we—and how can we—enact a critical care pedagogy within teacher education programs now and into the future? This chapter addresses how the redesign of coursework should institutionalize caring classroom practices and what specific classroom practices can be used to center critical care pedagogy. The chapter concludes by questioning how teacher educators might institutionalize these practices in colleges of education.
